INFLUENTIAL PEOPLE IN GIFTED EDUCATION
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Record: 1
Title:
INFLUENTIAL PEOPLE IN GIFTED EDUCATION.
Authors:
Karnes, Frances A. Nugent, Stephanie A.
Source:
Gifted Child Today; Fall2002, Vol. 25 Issue 4, p60, 5p, 1 Chart
Document Type:
Article
Subject Terms:
*GIFTED children -- Education *TEACHER-student relationships
Abstract:
Identifies the influential persons in gifted education and their accomplishments. Construction of gifted teaching model by George Betts; Initiation of a scientific study of intelligence and genius by Francis Galton; Develoment of a comprehensive and theoretical model for gifted learners by Virgil Ward.
Full Text Word Count: 2371
Accession Number: 8731008
Database:
Education Research Complete
INFLUENTIAL PEOPLE IN GIFTED EDUCATION
The history of gifted education is rich with events and people who have influenced the field for centuries. Plato advocated identifying the gifted and providing specialized education in metaphysics, science, philosophy, and military leadership (Colangelo & Davis, 1997; Davis & Rimm, 1989). During the reign of China's Tang Dynasty (circa 618 B.C.), child prodigies were delivered to the imperial court where their gifts were nurtured and developed (Colangelo & Davis; Davis & Rimm). Throughout the Renaissance, those who exhibited creative talent in art, architecture, and literature were supported by both the government and private patronage (Colangelo & Davis; Davis & Rimm; Hansen & Hoover, 1994).
In the United States, educational options for the gifted and talented had inauspicious beginnings. Although eventually compulsory schooling became available to all children, availability of secondary and postsecondary education was initially based upon not only academic prowess, but also the ability to pay for such services (Colangelo & Davis, 1997; Davis & Rimm, 1989; Newland, 1976). As the 20th century loomed in the distance, more provisions were made for the education of the gifted and talented in the U.S. In 1868, the St. Louis Public Schools established a promotion plan for bright students to complete six years of school in only four years (Piirto, 1999). Other flexible promotion plans were also initiated: Woburn, MA, in 1884; Elizabeth, NJ, in 1886; Cambridge, MA, in 1891 (Colangelo & Davis; Piirto).
The 20th century also had many hallmarks in gifted education. Beginning in 1901, the first private school for the gifted was established for children in grades 7?9 in Worchester, MA, and Baltimore, MD, followed in 1902 (Piirto, 1999). In 1918, the Louisville Public Schools in
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Kentucky placed children with intelligence quotients ranging from 120 to 180 into the same classrooms (Piirto). According to Colangelo and Davis (1997), by 1920, approximately two-thirds of all major U.S. cities had some type of educational programming for gifted students.
Professionals and parents formed interest groups, such as the 1947 establishment of the American Association for the Gifted. In 1953, the National Association for the Gifted was founded. The Association for the Gifted began in 1959 under the umbrella of The Council for Exceptional Children.
In 1957, Sputnik gave impetus to the need for more advanced content in mathematics and science and helped fuel the National Defense Education Act in 1958 (Piirto, 1999). In 1972, The Marland Report was issued to Congress noting the deteriorating state of gifted and talented education (Delisle, 1999; Piirto). The report raised public awareness regarding the needs of the gifted and talented.
Johnsen (1999), editor of Gifted Child Today, asked members of the editorial board and columnists to submit manuscripts focusing on the identification of significant events in gifted education for the last volume of the 20th century. In the analysis of the articles by the coauthors of this paper there were many common threads. The majority of the authors offered Sputnik and the change of teaching practices as two of the most important events, closely followed by the concept of multifaceted intelligence and the positive effects of advocacy groups. In addition, the studies of genius and creativity, the Civil Rights Movement and its impact on the issue of equality and access, and the publication of the Marland Report (1972) were highlighted as the next most important historic happenings. The next group of events included the measurement of intelligence, school reform, the understanding of brain functioning and learning, and federal legislation. Mentioned less frequently were the growth in technology and media and the publication of the document National Excellence: A Case for Developing America's Talent (U.S. Department of Education, 1993). Some mention was given to the Industrial Revolution, establishment of the National Research Center on the Gifted and Talented, and the development of the residential schools for the girted. The Richardson study, the changing roles of women, closing one room schools, and the World Wars were cited, but by only a few.
As could be expected, many persons in gifted education were noted with specific events, although that was not in the charge given by Johnsen (1999). Many were past and current university professors, psychologists, educators, government officials, and advocates.
Because the directive to the authors was to select 10 events and not specific people, the current study was conducted to determine those individuals who have impacted our field. Who are the persons who have influenced the history of gifted education? What are their accomplishments that have shaped our field? This study was conducted to identify the most influential persons in gifted education and their accomplishments.
Methodology
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A letter explaining the purpose of the research and a survey form were forwarded to all the directors of graduate degree programs in the United States (Parker, 1999). Each director was queried to determine the five most influential persons in gifted education and their major contributions to the field. The directors were asked to list their five choices in random order. The response mode was open-ended and the directors were given two weeks to respond using a self-addressed, stamped envelope. At the end of the two weeks, a second request letter for participation was forwarded.
There are 92 graduate programs and centers for gifted and talented education in the United States listed in the NAGC 1999-2000 Directory of Graduate Degree Programs and Services in Gifted and Talented Education (Parker, 1999). Ninety-one surveys were mailed excluding one of the authors of this article. One graduate program listed in the directory no longer exists and was excluded. Fifty-seven surveys were returned yielding a 63% response rate. The results from 10 of the remaining 57 surveys were discounted due to incomplete information. The data from the 47 complete responses are presented in alphabetical order in Table 1.
Discussion The influences listed for each person identified in Table 1 are synthesized from those most frequently offered by the survey respondents. The influences listed are not intended to represent all of their contributions in the field, but those cited by the respondents.
When examining the responses of those surveyed, certain categories emerged. The largest contingency of those cited were noted for their influences in area of curriculum development, followed closely by those who have contributed to a better understanding of the emotional and social needs of these children and youths. Next, the respondents mentioned those who influenced federal initiatives, as well as those who have researched and provided a better understanding of culturally diverse groups within the gifted population. Influencers were also noted in the areas of the study of intelligence; the expansion of information relating to gifted females; and the offering of new definitions for giftedness. Respondents not only offered influential persons who have developed instructional models, but also those who have enhanced the understanding of creativity. The accomplishments of those dedicated to national and international organizations and those who have worked toward identification and programming of underachieving gifted students were also stated. Additionally, several persons were noted who have furthered the concepts of early identification and programming for preschool children; promoted a better understanding of the highly gifted and prodigies; emphasized the importance of leadership training for youth; underscored the necessity of program evaluation; and provided an analysis of the knowledge base of gifted education.
Conclusion According to directors of graduate degree programs, the field continues to be influenced by persons from the areas of psychology, college and university professors, government officials, and professionals in education. The question now becomes who will influence the field in the future? How can each of us at the local, state, national, and international levels contribute to
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maximizing the abilities of gifted youth in this century? GCT
References Colangelo, N., & Davis, G. (1997). Handbook of gifted education (2nd ed.). New York: Allyn and Bacon.
Davis, G., & Rimm, S. (1989). Education of the gifted and talented (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Delisle, J. (1999, November/December). A millennial hourglass: Gifted child education's sands of time. Gifted Child Today, 22(6), 26?32.
Hansen, J., & Hoover, S. (1994). Talent development: Theories and practice. Dubuque, IA: Kendall Hunt.
Johnsen, S. (1999, November/ December). The top 10 events in gifted education. Gifted Child Today, 22(6), 7.
Newland, T. (1976). The gifted in historical perspective. Englewood Cliffs, NJ: Prentice Hall.
Marland, S. P., Jr. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education and background papers submitted to the U.S. Office of Education, 2 vols. Washington, DC: U.S. Government Printing Office. (Government Documents Y4.L 11/2: G36)
Parker, J. (1999). 1999-2000 directory of graduate degree programs and services in gifted and talented education. Washington, DC: National Association for Gifted Children.
Piirto, J. (1999). Talented adults and children: Their development and education (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
U.S. Department of Education, Office of Educational Research and Improvement. (1993). National excellence: A case for developing America's talent. Washington, DC: U.S. Government Printing Office.
Table 1 Survey Results Regarding the Most Influential Persons in
Gifted Education
Person
Influence(s) on the Field of Gifted Education
George Betts
Constructed a model for teaching gifted and
talented students that has as a component the
students' affective development
Benjamin Bloom Devised a taxonomy delineating levels of
thinking integral to educational objectives and
studied talent development across diversified
groups
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James Borland Worked with identification and programming for
economically disadvantaged gifted students
Bill Bradley
Secured the first passage of the Javits Gifted
and Talented Education Act as a Senator from New
York
Jerome Bruner Developed the concept of a spiral curriculum
Carolyn Callahan Researched gifted curriculum and program
evaluation
Barbara Clark Wrote in the field including an introductory
textbook and contributed to international and
national gifted organizations
Nick Colangelo Advanced the understanding of the affective
development of gifted children, developed a
center, created an annual rural symposium
M.
Csikszentmihalyi Worked on creativity including problem finding
and problem solving, researched the finding and
acceptance of self
Kazimierz
Dabrowski
Developed a theory leading to the understanding
of the emotional aspects of giftedness including
personal intensities and excitabilities
James Delisle Wrote on the social and emotional aspects of
giftedness
John Feldhusen Developed program models at both the elementary
and secondary levels for teaching gifted
students, researched in the domain of
leadership, and worked within the area of
creativity
David Feldman Researched in childhood prodigies
Donna Ford
Extended awareness of cultural diversity in the
gifted population
Mary Frasier
Organized a movement for the identification of
atypical gifted learners
James Gallagher Wrote extensively in the field including works
on political advocacy and policy development
regarding gifted education
Francis Galton Initiated scientific study of intelligence and
genius
Howard Gardner Developed a model expanding the concept of
intelligence into several domains
Gae Golembiewski Trained minority graduate students in gifted
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education to become mentors and role models in
the community
John Gowan
Was an early pioneer in the field of gifted
education and strong influence in NAGC
J. P. Guilfod Employed factor analysis to help explain the
multidimensional nature of intelligence
Leta
Hollingworth
Was an early influence on the research
pertaining to the highly gifted,
social/emotional aspects of giftedness, and
gifted females
Sandra Kaplan Developed a model for curriculum
differentiation; member of the National State
Leadership Training Institute on the Gifted
Barbara Kerr
Wrote and researched issues concerning gifted
females
Barb MacGonagil Was catalyst for state curriculum revisions
C. June Maker Worked with program and teaching models in
gifted education effectively synthesizing
previous work in the field and developed a
schema for applying curriculum models in gifted
education
Sidney Marland Authored the Marland Report presented to the US
Congress which expanded the definition of
giftedness to include six specific dimensions
Ruth Martinson Was an early pioneer and assisted with the
formulation of the Marland Report
Mary Meeker
Operationalized and gave practical classroom
applications for J. P. Guilford's work
Sidney Parnes Developed a model for creative problem solving
with application to many fields of human
endeavor
Harry Passow
Promoted and articulated the needs of gifted
individuals; curriculum development; and early
work with talent development with disadvantaged
populations
Sally Reis
Advocated for gifted females; extended
enrichment practices
Joseph Renzulli Conceptualized a definition, designed informal
assessment instruments and alternate forms of
enrichment programming in gifted education, and
expanded the research base in the field
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Sylvia Rimm
Researched the area of the gifted
underachievement and social/emotional aspects
of giftedness
Halbert Robinson Pioneered work with preschool aged gifted
children; implemented a university early
entrance program in the United States
Nancy Robinson Researched the areas of radical acceleration and
social/emotional issues of the gifted
Anna Marie
Roeper
Founded a school for gifted students; advocated
for affective education to address the
social/emotional needs of the gifted
Bruce Shore
Initiated a comprehensive critical analysis of
the knowledge base on the gifted
Linda Silverman Advocated for the social/emotional needs of the
gifted; advanced the contributions of Leta
Hollingworth; researched the areas of the highly
gifted and asynchronous development
Dorothy Sisk
Directed federal Office of Gifted and Talented;
worked with the World Council for the Gifted and
Talented
Joan Smutny
Author of several books focusing on
disadvantaged and underserved populations of
gifted
Julian Stanley Designed, implemented, and evaluated a model for
student talent identification programs;
implemented the diagnostic-prescriptive approach
for teaching through radical acceleration
Robert Sternberg Developed a definition of intelligence
incorporating a component of practical knowledge
Rena Subotnik Researched and wrote in the areas of talent
development and female achievement
Abraham
Tannenbaum
Explored the theoretical foundations of
giftedness; developed a model of psychosocial
giftedness
Lewis Terman
Conducted influential longitudinal study of the
gifted; pioneered work on the standardization
of an intelligence test in the United States
Carol Ann
Tomlinson
Developed strategies for the gifted student in
mixed ability settings in the regular classroom
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E. Paul Torrance Developed instrumentation and studied creativity
and its processes; developed the basis for a
future problem solving program
Joyce Van
Tassel-Baska
Developed, implemented, and evaluated
appropriate differentiated curricula for gifted
students
Virgil Ward
Developed a comprehensive, theoretical model for
qualitatively differentiating curriculum for
gifted learners
James Webb
Wrote on the topic of social/emotional aspects
of giftedness
Joanne Whitmore Researched the characteristics, causes, and
interventions specific to gifted underachievers
Paul Witty
Developed a definition of giftedness
Author Note
The work reported herein was supported under the Educational Research and Development
Centers Program, PR/Award Number R206R50001, as administered by the Office of
Educational Research and Improvement, U.S. Department of Education. The findings and
opinions expressed in this report do not reflect the position or policies of the National Institute on
the Education of At-Risk Students, the Office of Educational Research and Improvement, or the
U.S. Department of Education.
End Notes The specific responsibilities of the enrichment specialist in SEM programs have been described in Schools for Talent Development (Renzulli, 1994). Covering more material faster is a quantitative rather than qualitative difference in learning. Rapid coverage of larger amounts of material certainly has value and should be an option in special programs, but the pedagogy and the role of the learner generally are the same as in regular education. ~~~~~~~~ By Frances A. Karnes and Stephanie A. Nugent
Copyright of Gifted Child Today is the property of Prufrock Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
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